Comparison And Application Of English Subject-predicate Structures And Chinese Topic-comment Structures

English writing is not only a kind of way for people to express their thought, but also animportant approach for teachers to train students to improve language skills. Most Englishteachers have realized the importance of English writing, and also attached great emphasis onit for a long time. However, lots of English teachers find it difficult to help students to makegreat progress in English writing. That’s because many teachers always adopt the traditionalmethods, like to guide students to analyze the topic or organize the discourse, or help themcorrect every mistakes in grammar. Teachers don’t realize that different students havedifferent obstacles in English writing. One of the biggest difficulties that students in thesecondary standard schools have is how to make up sentences in line with English habits. InEnglish teaching, the writer finds that most errors in English writing of the students in thesecondary standard schools result from the differences between English subject-predicatestructures and Chinese topic-comment structures. The thesis tries to apply the comparativeteaching approach into English writing teaching, based on transfer theory and contrastiveanalysis theory and help students to avoid the interference of Chinese topic-commentstructures and improve the students’ ability of composing and writing skills by comparingsubject-predicate structures and Chinese topic-comment structures.The thesis adopts empirical research to find out whether it is feasible to comparesubject-predicate structures and Chinese topic-comment structures in English writing teaching.The research is carried out in Class Eight, Grade Three of NO.12Middle School in Yong’an,which is the experimental class (EC). During the experiment, an elaborate planned training ofcomparing English subject-predicate structures and Chinese topic-comment structures inEnglish writing teaching is conducted in Class Eight, while a common routine of teaching iscarried out in Class Seven, which is taken as the control class (CC). The grades of theircompositions in the tests before and after the experiment are entered into the SPSS system.The results show that both the English levels of students in EC and CC are improved after thehard-working of one term. But the students from EC make better achievements than thestudents from CC. So it can be proved that the comparative study of English subject-predicatestructures and Chinese topic-comment structures plays a positive role in senior high schoolEnglish writing teaching.